Mr. Fratini’s 7th and 8th grade Science  Hermon Middle School 2017-18

 
 

 

Please check powerschool for grades and assignments

that have been completed.

Download Worksheets and information

MEA Science Vocabulary

What is Energy Video

Penicillin Video

Producing Penicillin

Genetics Video Link

CIRCUIT CONSTRUCTION KIT

RiSE Center Survey

Genes Video

Genetics Web Lab Directory

Genetics vocabulary

Monster creator   - Must use firefox for browser


Monday, June 18, 2018 - Tuesday, June 19, 2018

(LT) I can design and build a water rocket.  8th grade challenge to design and build a water rocket that will carry and egg 100ft in the air and have it return with out breaking.

Monday, June 11, 2018 - Friday, June 15, 2018

7th grade students will have final quiz over genetics on Thursday or Friday.

8th grade Marching practice on Tue. and Wed. - 10:00

All Rocket builds for 7th and 8th grade students are to be completed by Friday this week.

8th grade celebration is 6:00 on Wednesday.

8th grade trip is on Thursday with a rain date on Friday.

8th grade dance is on Friday.


Monday, June 4, 2018 - Friday, June 8, 2018

Grade 8 - Dynamic Systems Link

Rube Goldberg Interactive

(LT)  I can design a Rube Goldberg machine and test it using an online building program.

(LT) I will review for my summative over energy ( Test on Friday)

(LT) I will help build a RG for the Big Challenge

Grade 7:  I will use my knowledge of genetics and punnett squares to create a dragon.

Tuesday, May 29, 2018 - Friday, June 1, 2018

Grade 8

Renewable vs NonRenewable Energy Sources
How to make a concept Map

(LT) I can create a concept map involving energy sources that will hit the other learning targets. Due Thursday of this week.

(LT)I will be capable of describing a natural resource.
(LT)I can name 5 renewable resources.
(LT)I can name 3 nonrenewable resources.
(LT)I can recognize renewable and nonrenewable resources in a given environment.

(LT)  I will design and build a marble rollercoaster out of paper.
(LT) I will identify the energy transformations found in my rollercoaster
.

Grade 7

Genetics vocabulary: Click here

Quiz on Friday this week over the terms

Activity 3

Students engage in the practice of obtaining information as they read about the cellular basis of sexual and asexual reproduction.This information will help them to revise their models and explanations for the inheritance of traits and prepare them for quantitative predictions of the incidence of traits in offspring.

Activity 4

Students model the inheritance of single-gene traits by collecting and analyzing data from coin tosses for critter tail color.They discuss the differences between predicted and actual results of probabilistic events and the strengths and weaknesses of the coin-tossing model, develop simple rules for genetic transmission, and reevaluate the hypotheses and models developed in the “Creature Features” activity.


Monday, May 21, 2018 -Friday, May 25, 2018

Field trip Monday for 7th graders

Spring into the arts on Thursday

Hike for Haiti on Friday

Grade 8.

(LT)  I can create a parallel and series circuits.

(LT) Explain the difference between energy efficiency and energy conservation.
(LT)  Describe nonrenewable energy sources and the advantages and disadvantages of each.
(LT) Describe renewable energy sources and the advantages and disadvantages of each.
(LT) Evaluate energy sources for their contribution to sustainability and energy independence for the U.S.

Essential questions:
How do people make use of resources to power their everyday energy needs?
How does the use of these resources impact the environment?
What are steps we can take to lessen the impact of energy production and use on the planet?
WebQuest links to use:  Download webquest by clicking on download worksheets and information

Energy links can be found here


Grade 7

Activity 1  Reproduction/Genetics

Students read the scenario of a student who suspects he may have inherited a genetic condition (Marfan syndrome).They generate questions they would have if they were in this situation. Students then view a video produced by the National Marfan Foundation to seek answers to their questions and develop new questions. They also consider the impact of Marfan syndrome on a person’s life.


Monday, May 14, 2018 - Friday, May 18, 2018

7th grade learning targets this week include:

(LT) I can research an antibiotic and the problems encountered in testing and producing this “miracle drug”

(LT)I can explain how infectious diseases came to be treated.


Students explore how knowledge about cell structure and function has helped scientists develop drugs that treat diseases caused by unicellular organisms. A video segment on the discovery of antibiotics to treat infectious disease high- lights how scientists formulate and test their explanations using observations and experiments.


Applying MS-LS1-1: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

Working towards MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.


Grade 8 - all work is due on Tuesday from last week.

Catapult challenge is due on Thursday this week

(LT)  I can create a catapult to show energy transformations.

(LT) I can use the engineering design process to solve a problem.

Monday, May 7, 2018 - Friday, May 11, 2018

Grade 8

(LT)I can research a Rube Goldberg machine and identify the energy transfers.
(LT) I will begin to design a RG machine
(LT) I can complete a lab to find how Gravity and K Energy are related.

Rube Goldberg
Rube Goldberg machines
Energy Skate Park

How are Gravity and Kinetic Energy Related?  Lab
Students begin the section by considering factors that affect the amount of gravitational potential energy an object has. Students use what they learn through observation to design an experiment to test for factors that affect an object’s potential energy. In their design, students identify the independent and dependent variables as well as the controlled variables. They conduct their experiments, graph their data, and use their graphs to look for trends so they can make a claim about the relationship between the factor they investigated and the amount of gravitational potential energy.

NGSS

  1. 1.MS-PS3-2 Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.

*Answer these questions with your group.  Be prepared to discuss the answers with the class.*

  1. 1. What type of energy does the marble have when it is placed at the top of the track?  What indicators can you directly observe for this type of energy?
    2.  What types of energy does the marble have as it is rolling down the track?  How do you know?
    3.  What do you think made the cup at the bottom of the track move?
    4.  How do you think you could change the amount of potential energy the marble has at the top of the track?
    5.  What do you think you can measure to know how a change affects the marble’s potential energy?

Grade 7 Learning targets this week include:

(LT)  I can make a slide for a cheek cell and a plant cell, draw and label four organelles that can be observed.

(LT)  I can present my group poster over organelle comparisons.

NGSS CORRELATIONS

Performance Expectations

MS-LS1-1: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.



Monday, April 30, 2018 - Friday, May 4, 2018

Grade 8 Learning TargetsScience MEA testing continues on Monday and Tuesday this week.

(LT)  Review terms for MEA test using the Quizlet link.
(LT)  Students will take two practice tests to prepare for the MEA test.
(LT) Students will practice open response questions for the MEA.
(LT) I will complete a lab sheet for the energy skate park on line lab.

(LT) Complete reading comprehension assignment from scholastic science world)

(LT)  What Types of Energy Transformations Occur in Your Everyday Life?

(LT)  I will take a pre survey over Energy for the RISE Center.

Standards NGSS
Science and Engineering Practices
ANALYZING AND INTERPRETING DATA OBTAINING, EVALUATING, AND COMMUNICATING INFORMATION

Disciplinary Core Idea
PS3.A: DEFINITIONS OF ENERGY    
PS3.B: CONSERVATION OF ENERGY AND ENERGY TRANSFER
PS3.C RELATIONSHIP BETWEEN ENERGY AND FORCES

Grade 7 - Cell projects due on Tuesday or Wednesday this week.

(LT) - I will work in a group to compare a cell to a man made structure.

(LT) - I can identify and tell the function of ten organelles in the plant or animal cell.


Monday, April 23, 2018 - Friday, April 27, 2018

8th grade Science MEA testing starts on Thursday and will continue on Monday and Tuesday next week.

(LT) - I will practice for taking the MEA Science test by completing two practice tests.

(LT) - I will review the topics from the research projects that were presented.

7th grade learning targets this week include.

(LT) I can review for test over first part of the cells unit.

(LT) I will take a summative assessment over microscope and cell theory.

(LT) I can demonstrate that within cells, special structures are responsible for particular functions.
(LT)  I can create a 3D model of a cell showing all the organelles. See last week for instructions.
(LT)  I can present my model and state what the function of each of the organelles.

Core Essential Standard: Students demonstrate that within cells, special structures are responsible for particular functions.

Use common materials such as Styrofoam, cardboard, wood, paper, play-dough, macaroni, dry cereal, string, buttons, pipe cleaners, beads, yarn, etc. Be creative, you don’t need to spend money to make the cell model.
Yes pizza, cake and cookie models are fine as long as they have the parts labeled.  Please check with your parents before selecting food to be your model.

Label all parts.  You can use a numbered key if you wish. Label the type of cell.
Make sure parts are securely attached to your model.
Cell model must be 3-D, it cannot be flat like a poster. 
Put your name and class on the model.
Present your cell to the class explaining the function of each of the organelles.  After you have presented, you may share your model with the class if it is edible.

Monday, April 9, 2018 - Friday, April 13, 2018

8th grade science research projects are due on Wednesday this week.  

On Thursday students will be participating in a career day.

Practice MEA Science tests can be found here.


7t grade students are learning about the basic structures common to all cells.  The roles of the cell membrane, cytoplasm, and nucleus are emphasized. Students read about how biologists use the cell structures of the various microbes examined in the “Evidence of Microscopic Organisms” activity to classify these organisms.


Monday, April 2, 2018 - Friday, April 6, 2018

Virtual Electron Microscope

Organelles

Animal Cell Drawing

8TH GRADERS ARE MEA TESTING THIS WEEK.

The will be a summative test over Chemistry on Wednesday this week.

Science Research Project.


Choose one topic to present to the class.  It can be a keynote presentation, poster, or something creative to share your knowledge.  In order to get a wide range of information, only two people may choose the same topic.  You may work in teams of two, but the work load must be equally shared.  Before you present, you must give five questions to the class that they will be able to answer after the presentation.




Demonstrate how the earth's tilt on its axis results in the seasons.


Describe how soils are formed and why soils differ from one place to another.


Describe factors that can cause short-term and long-term changes to the earth.


Compare past and present knowledge about characteristics of stars (e.g., composition, location, life-cycles) and explain how people have learned about them.


Describe the motions of moons, planets, stars, solar systems, and galaxies.


Explain how scientists use fossils to prove that life forms, climate, environment, and geologic features in a certain location are not the same now as they were in the past.


Describe the chemical processes of photosynthesis and respiration.


Describe some structural and behavioral adaptations that allow organisms to survive in a changing environment.


Analyze how the finite resources in an ecosystem limit the types and populations of organisms within it.


Identify the causes and effects of diseases, explain their transmission, and identify prevention strategies.


7th grade leaning targets this week include.

(LT)  I can create a multi specimen Microscope slide.

(LT)  I can draw with detail items viewed under the microscope.

(LT)  I can perform and experiment with yeast as a living organism.

(LT) I can view yeast cells under the microscope.


Monday, March 26, 2018 - Friday, March 30, 2018

Grade 8

Activity 17:  Modeling Molecules

Student Pages - (B-31- B-33)

Summary:

Students continue their exploration of the organization of atoms and molecules as they use models to investigate atoms, elements, chemical bonds, molecules, and compounds.

Standards
NGSS
1.MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.

2.MS-PS1-5.  Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.*

pH Lab this week.


Grade 7 :  Microscope Study.  - 

(LT) I can use a microscope to draw a plant cell ( onion cell lab)
(LT)  I will compare a plant and animal cell using a venn diagram.
(LT) I will use a microscope to observe protist and identify the different types.
(LT)  I will take a quiz over the using the microscope.

Activities this week include:

1.Microscope History and The Basics
a.Scientists and their contributions to microscopes
b.Different types of microscopes and what they each do and how the view under each changes


2.Parts of a Compound Microscope
a.Identify parts of a compound microscope
b.Understand how each part works when operating a microscope
c.Calculate the magnification when using a compound microscope


3.Viewing and Preparing Slides Using a Compound Microscope
a.Understand how to illustrate objects under the microscope

b.Use different powered lens to focus on cells
c. Create cheek slides and illustrate the findings

Monday, March 19, 2018 - Friday, March 23, 2018

7th Grade Learning Targets and activities this week include:

Investigation 1 - Disease Outbreak

Students participate in a model of the spread of an infectious disease.They analyze data from the model to identify patterns, and then use the patterns supported
by the data to determine the cause of the spread of the infectious disease.

This unit assesses students on four performance expectations: MS-LS1-1, MS-LS1-2, MS-LS1-6, and MS-LS1-7.


Investigation 2 - An invisible organism

A video segment introduces the idea that there are some living organisms that cannot be seen without the use of tools such as microscopes. Students consider the role of evidence in developing scienti c explanations about the role of microbes
in spreading infectious diseases


8th Grade Learning Targets and activities this week include:

(LT)  I can build a variety of simple and complex molecules using the build a molecule simulation.

(LT)  I will take a quiz over the everything covered in Chemistry to this point including the law of conservation of matter, Charles’ law, and Archimedes principle.

(LT)  I will complete a lab to create a new material called a polymer.




Monday, March 12, 2018 -Friday, March 16, 2018

8th grade Learning Targets this week include:

(LT) I can define a Law or principle used in studying matter.

Activity 15: Families of Elements - Investigation 
Student Pages - (B-19 - B-21)

Activity 16:  Elements and the Periodic Table - Reading
Student Pages - (B-22- B-30)
Summary
Students read about the history and organization of the Periodic Table of the Elements and are introduced to the difference between elements and compounds. The reading also introduces atoms, molecules, and chemical formulas. Students use the Stopping to Think literacy strategy while reading to improve their reading comprehension.


Standards NGSS

  1. 1.MS-PS1-1.  Develop models to describe the atomic composition of simple molecules and extended structures.

  2. 2.MS-PS1-2.  Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.


 


7th grade Learning Targets this week include:


(LT)   I can create a complex food web that will show the salmon in fresh and salt water.
(LT)  I will know how Salmon have played an important role in Maine History.
(LT)  I will know the basic facts about the salmon life cycle

(LT)  I can compare Atlantic Salmon to Pacific Salmon ( different species) using a graphic organizer..

Use a graphic organizer to compare Pacific Coast Salmon to Atlantic Salmon.  Try to put at least four facts in each part.

Essay Question:
Why is it special for us as Maine students to study the Atlantic Salmon? Think about history and location.







Monday, March 5, 2018 - Friday, March 9, 2018

Hermon Invention Convention this Wednesday from 6:00 - 7:00

Spring into the arts this week Tuesday -Thursday.

Monday - Body system assessment for 7th grade.

8th grade self assessments on Invention projects due on Friday this week

Monday, February 26, 2018 - Friday, March 2, 2018

8th Grade

(LT)  I will know the parts of an atom.
(LT) I will identify elements by knowing the structure of matter.
(LT) I will use models to explain atoms.

(LT) finish all work for the Invention convention for scoring on Tuesday and Wednesday next week.


“Build An Atom” Simulation

Chemistry for Kids

Families of Elements - Investigation 
Student Pages - (B-19 - B-21)
Summary
Students compare physical and chemical properties of 13 elements and sort them into groups based on common properties. They then compare their classifications with groups—or families—of elements as defined by scientists and displayed in the Periodic Table of the Elements.
NGSS  MS-PS1-1.   Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.


7th Grade

(LT)  Complete activity 10 lab to identify CO2 in breathing.

(LT)  I can review for the summative over respiratory, and circulatory interaction.

(LT)  I can complete the post test for the RISE Center over Body Systems.

(LT) I will complete a pre -test over Cells.


Monday, February 12, 2018 - Friday, February 16, 2018

Grade 8 - Density labs each day this week.

(LT) I will use a triple beam balance or digital scale to find the mass objects.
(LT)  I will use a graduated cylinder and a Achimedes can  and math to find volume of a regular shaped object including a cylinder and an irregular shaped object.
(LT)  I will find the density of cubes of the same size.
(LT)  I will find the density of objects that are irregular in size.
(LT)  I can find the density of different liquids.

Grade 7

(LT) I can explain how the respiratory system works.

Activity 10

Students conduct an investigation to identify the presence of carbon dioxide in exhaled breath in order to build toward an understanding of the function of the respiratory system in excreting carbon dioxide produced as a result of cellular respiration

Monday, February 5, 2018 - Friday, February 9, 2018

Grade 8 - See Learning targets for last week.

Mystery Powders lab Monday - Tuesday

(LT) I will complete a procedure for separating an unknown mixture.
(LT) I will complete a Lab over separating the mixture.

Pre test over density on Wed.  Density labs on Wed - Friday

Grade 7 - Quiz on Monday over digestion and nervous system.

Activity 9

Students use mathematics and computational thinking as they conduct an investigation and analyze and interpret data on their own heart and respiratory rates before and after exercise.

Monday, January 29, 2018 - Friday, February 2, 2018

8th Grade    Heterogeneous vs Homogeneous video

(LT) I will complete a procedure for separating an unknown mixture.
(LT) I will complete a Lab over separating the mixture.

(LT) I will complete a pre-test over Density
(LT) I can identify the term buoyancy and define what will float and what will sink.
(LT) I will use a triple beam balance to find the mass of 10 different objects.
(LT)  I will use a graduated cylinder and a Achimedes can  and math to find volume of a regular shaped object and an irregular shaped object.
(LT)  I will find the density of cubes of the same size.
(LT)  I will find the density of objects that are irregular in size.
(LT)  I can find the density of different liquids.

Essential Questions that focus this unit are:

Why do some objects float or sink relative to other objects? 

  What is mass?  What is volume?   What is density?  Can density be measured?

Key skills students will need to be able to do:

Take measurements (mass and volume) in determining the density of selected objects.

Comfortably use density-related terminology.

Scientific reasoning and problem solving.

Describe scientific concepts in writing.

Calculate the densities of objects.

Construct and use graphs in presenting data.

Use higher-order thinking skills such as analysis, synthesis and evaluation.

Working cooperatively.


Manipulate variables toward desired outcomes.

Apply the knowledge and skills learned from the density unit. Create a density column.

7th Grade

Activity 8  - (LT) I can investigate how the human nervous system and sensory receptors respond to stimuli.

(LT) I can deepen my understanding of the structure and function of the human nervous system.

Quiz over digestive system and Nervous system on Friday.

Review on Wednesday -


Monday, January 22, 2018 - Friday, January 26, 2018

Grade 8  - Invention check in on Wednesday

Chemistry terms #2

(LT) I can identify Safety rules  in the lab. Quiz on Tuesday over rules.

(LT)  I will identify hazardous materials and create guidelines for safely handling chemicals.
(LT) I will complete an assessment over the Chemistry vocabulary terms.

(LT) I will complete a procedure for separating an unknown mixture.

(LT) I will complete a Lab over separating the mixture.

Activity 3: A Plan to Seperate the Mixture - Problem Solving

Student Pages - (A-10 to A-12)
Summary
Students make observations of the unlabeled mixture.  In a first step to identify the components of the mixture student groups develop a three-part plan to:  separate the liquid and solid substances, separate the different liquids, and separate and clean the different solids.

Activity 5:  Separating the Mixture - Investigation 
Student Pages - (A-19 to A-20

Summary

Students perform their procedures written in Activity 3, “A Plan to Separate the Mixture,” to physically separate the solid and liquid components of mixture. After completing the activity, they evaluate their procedures and make changes to improvetheir plans. Students begin recording information about each of the substances in the mixture on a “Chemical Data Sheet” which will be used throughout the unit to help record evidence that will help identify the substances.
Grade 7

Reaction Time Test

(LT) I can investigate how the human nervous system and sensory receptors respond to stimuli.

(LT) I can deepen my understanding of the structure and function of the human nervous system.

Performance Expectation MS-LS1-8.

I can use mathematics and computational thinking to conduct an investigation and analyze and interpret data on their own heart and respiratory rates before and after exercise.

The investigation stimulates a discussion of the interactions between human body systems—specially the circulatory and respiratory systems— in order to meet the body’s need for more oxygen during exercise.



Tuesday, January 16, 2018 - Friday, January 19, 2018

Grade 7

Activity 5

LT - I can read two text passages about the composition and breakdown of food and begin to develop a model to explain how organisms digest food.

Activity 6 -  I can experiment to identify stimuli - nervous system

Key Question - What can your observations tell you about how an organism’s nervous system will respond to stimuli?


Activity 7  In this laboratory, students investigate how the human nervous system and sensory receptors respond to stimuli that induce immediate behaviors.They are introduced to the idea that there are similar systems in different organisms.

8th Grade

Chemistry Terms
Hazmat Video

I can identify the steps the hazmat team uses to handle unknown hazards.

UNIT A - Studying Materials Scientifically
Activity 2: Types of Hazards - Investigation
Student Pages - (A-6 to A-9

Summary:  In preparation for handling and identifying the components of the unlabeled mixture, students are introduced to hazard categories and Department of Transportation(D.O.T.) hazard labels. They read information on 12 substances they will encounter in the course Issues and Physical Science, categorize each by type of hazard, and determine the safety precautions to be taken with each of the substances.

Activity 3: A Plan to Seperate the Mixture - Problem Solving
Student Pages - (A-10 to A-12)

Summary
Students make observations of the unlabeled mixture.  In a first step to identify the components of the mixture student groups develop a three-part plan to:  separate the liquid and solid substances, separate the different liquids, and separate and clean the different solids.
UNIT A - Studying Materials Scientifically
Activity 5:  Separating the Mixture - Investigation
Student Pages - (A-19 to A-20)



Monday, January 8, 2018- Friday, January 12, 2018

Digestive Game

Grade 8 Learning targets this week include:

Test for 8A and 8B over forces and motion on Monday.

(LT)  I can create a Invention convention journal to keep all of my formative assignments while working on my invention.

(LT)  I will complete the first three assignments in the Invention packet including the my 3 most important inventions, who invented it, what problem did it solve, are there similar inventions that do the same thing.

(LT) I will take a pre-test over Chemistry concepts.

activities this week include

Get ideas from the idea generator activity in class.
Set up Inventors Log - List of ideas/ greatest inventions
Invention Ideas/ Google search for product/ make it real lesson.
Problem Survey / feature to benefit

Grade 7 learning Targets

(LT)  I will identify the systems and function of the major organs . (activity 3)

(LT) I will complete a summative assessment over what we have covered to this point with the human body, including the popcorn lab before vacation.

(LT) I can integrate information from text and visual displays about the structure and function of the digestive system. (activity 4)

(LT) I can develop the concept of interacting systems and how subsystems can be part of a larger complex system.  (activity 4)

Disciplinary Core Ideas

MS-LS1.A Structure and Function: In multicellular organisms, the body is a system of multiple interacting subsystems.These subsystems are groups of cells that
work together to form tissues and organs that are specialized for particular body functions.

(LT) I can read two text passages about the composition and breakdown of food. (activity 5)

(LT) I can develop a model to explain how organisms obtain matter and energy.  ( activity 5)

Tuesday, January 2, 2018 - Friday, January 5, 2018

Grade 8

Test on Friday over Motion unit. - University Post Test

All Land Yacht lab sheets are due by Friday.

(LT)  I will complete a design Sheet for my Land Yacht.

(LT)  Will complete a summative assessment over speed, momentum, newtons laws of motion, and force diagrams using the Land Yacht that was built in class.

(LT) I will make iterations of my Land Yacht before final testing.

(LT)  I will know how different fans can produce different forces for my experiment.

(LT)  I will identify where friction is occurring in my Land Yacht experiment.

Standard - Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.

Grade 7

(LT)  I can review the parts of the scientific method using the popcorn lab.

Activity 2B

(LT)  I can make a three-dimensional model of some of the organs and structures of the body. A model is a representation of a system, or its components, used to help understand and communicate how a system works

Activity 3

How do structures in the human body interact to perform a specific function? 51 5

Activity 4

How does your digestive system function and interact with other systems in your body?

Monday, December 18, 2017 - Friday, December 22, 2017

Newtons laws of Motion Video.  Please take notes on each of the laws with examples.

Grade 8 - Quiz on Forces/free body diagrams on Tuesday.

Understanding the physics of Car Crashes

LT -Motion project - Students will design and build a vehicle.  ( all Vehicles are to be completed this week.
Standard - Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.

Standard - Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system.

Standard - Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints.

Standard - Optimize performance of a design by prioritizing criteria, making tradeoffs, testing, revising, and re - testing.

Grade 7:  (LT)  I can identify the causes and treatment of Pellagra.  Activity 1 in Body systems.

(LT) I can identify organs in the body systems -

Each student draws three different major organs of the body inside the outline. Organs are structures composed of one or more tissues that perform a function or group of functions in the human body. For example, the stomach is one organ that helps your body digest food.

  1. c.Each student labels the organs they drew and describes the organs’ functions, writing as close to each organ as possible.

  2. d.Around the outline, each student writes questions they have about the human body.

(LT) I can write a question to develop an experiment around white and yellow popcorn.  Then test the experiment by using 100 kernals and a hot air popper


Monday, December 11, 2017 - Friday, December 15, 2017

Grade 8

Free body diagram video 1   Please draw the diagrams when asked.

Newtons laws of Motion Video.  Please take notes on each of the laws with examples.

Understanding the physics of Car Crashes

(LT)I can identify what underlying forces explain the variety of interactions as it relates to forces and motion and using a force diagram as a model of moving objects.

Using force diagrams (a.k.a. free-body diagrams), students learn about magnitude and direction of force, as well as multiple forces. Students draw their own force diagrams based upon scenarios. After net forces, balanced forces & unbalanced forces are explained, students create a motion storyboard using force diagrams.

In Class assignment : Complete work over section 1.9 on combined forces

 (LT)  Standard - Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
In Class Lab:  Mass and Acceleration
(LT) Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Students are asked to determine the affects of mass on the speed of the propeller car as it travels 2 meters.  Students will place 0, 1, and 3 masses on their car and then use their data to predict what would happen if they added 2 masses.  Students graph their data and look for a trend/relationship between mass and speed. 

(LT) I can watch the video on car crashes and answer the questions about Newtons laws of motion,

Grade 7 

( LT) I will complete my ecology project by Wednesday of this week.

(LT)  I will complete a summative evaluation over ecology.

( LT) I will take a pretest over my knowledge of the Human Body.


Monday, December 4, 2017 - Friday, December 8, 2017


Grade 8: Test on Tuesday covering speed, distance, and time formulas.

Forces web link

(LT) I will investigate forces and how they effect motion.
(LT) I will learn how to draw force diagrams. ( free body diagrams)

(LT)"What underlying forces explain the variety of interactions observed?" as it relates to forces and motion and using a force diagram as a model of moving objects.

Using force diagrams (a.k.a. free-body diagrams), students learn about magnitude and direction of force, as well as multiple forces. Students draw their own force diagrams based upon scenarios. After net forces, balanced forces & unbalanced forces are explained, students create a motion storyboard using force diagrams.
In Class assignment : Complete work over section 1.9 on combined forces

Motion Vocabulary Test 

Any students scoring below a 3 need to re-take this test.

Grade 7 Invasive species project due by Dec. 13.

Here are the expectations:

Key points that must be included in your final project:


Name your species and scientific name.

Describe and provide visual evidence (pictures, clipart etc) of what your species looks like. (Give credit for all pictures taken from the net.)

What does your species eat?  What eats your species?  Create a food web that contains 10 biotic factors and 3 abiotic factors. (Your food web needs to have labels of producers and consumers.)

Create an energy pyramid that includes your species,

Where is your species originally located?  Be specific as to its country of origin.

Describe and provide visual evidence of your species natural habitat (i.e.: woodland, swamp etc).

Where are they now invading? (A map would be useful here) How were they brought to this new location?

What impact is this species having on the ecosystem in the new location?

What impact is this species having on human populations?

What can we do to help? (How might we get rid of the species?)

Other important and/or interesting ideas….


Students will also be taking the final summative assessment for the RISE center this week along with the written summative for the Ecology Unit.



Monday, November 27, 2017 - Friday, December 1, 2017

Grade 7

(LT) I can use computers to analyze a large data set on the effects of the zebra mussel on the Hudson River ecosystem.

MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of ecosystem affect populations.

Grade 8

(LT) I can turn the  coaster car into a propeller car and develop a plan to calculate it’s speed.  ( Lab Sheet and data collection)

(LT) I can conduct an experiment with the Foss Dot car to collect data.


Monday, November 13, 2017 - Thursday, November 16, 2017


Both grades this will complete a self evaluation for the first trimester in science.  Students are highly encouraged to attend Parent teacher conferences on Thursday and next Monday fro 4:00-8:00.  Please call the school to set up an appointment.


Grade 8

(LT)  I can define vocabulary words dealing with motion.  Quiz on Thursday.
(LT) I can conduct an experiment with the Foss Dot car to collect data.
(LT)  I can turn the  coaster car into a propeller car and develop a plan to calculate it’s speed.  ( Lab Sheet and data collection)

A Propeller-Driven Propulsion System

Student Pages - (97-102)
Students build a propeller motor, attach it to their coaster car, and mess about to observe how the car moves when the propeller motor is used in different ways. Groups share their observations and ideas about how the propeller system works with the class, and the class discusses design changes to the propeller motor they think will increase the distance the car travels. Students read a description of how a propulsion system is involved with the motion of a car and how the net force on the car can be calculated.

Grade 7

(LT)  I can identify how abiotic factors impact an ecosystem. ( lesson 13)

(LT)  I can use computers to analyze a large data set on the effects of the zebra mussel on the Hudson River ecosystem. ( lesson 14)

(LT)  I will complete my ressearch on the invasive spieces I have selected.

ACTIVITY OVERVIEW

NGSS CONNECTIONS

Students explore how abiotic changes in the environment can impact ecosystems. They explain how these abiotic disruptions affect the ow of energy and cycling of matter in ecosystems.These disruptions can lead to cycles of stability and change over time and at different scales. Students are assessed on their abilities to construct an explanation for why a top predator is the last organism to arrive in a disrupted ecosystem.


Monday, November 6, 2017 - Friday, November 10, 2017

Motion Vocabulary Test

Natural selection simulation

Population simulations


Bill Nye Food Web Video
Grade 8

(LT) I can collect data from the propeller driven air trolly.

(LT)  I will use the data collected to create a graph from a spreadsheet using all of the data from the class.
(LT)  Conduct an experiment with the Foss Dot car to collect data to show non-uniform motion

(LT)  Use internet resources to evaluate motion sites.
(LT) Review non uniform motion.

(LT) practice word problems using the formulas for speed, time and distance.

Velocity Baseball

Motion with constant acceleration

The Moving Man

Choose some of these from this link to check out.


Make sure you fill out an evaluation sheet for each of the sites visited

Grade 7:  (LT)  I can identify what factors effect the paramecium growth.

(LT) I can use a microscope correctly to identify protist.

(LT) I can explain what happens when a new species is introduced into an ecosystem by using food web cards as a model

WHAT STUDENTS DO

Using a set of Food Web cards, each depicting an organism, students work in groups to model a food web for one of four ecosystems. Students are then given an additional card representing an introduced species. They must revise their models to explore and explain how the ow of energy and cycling of matter are disrupted by this introduced species.

_____________________________________________________

Monday, October 30, 2017 - Friday, November 3, 2017

8th Grade

Students will have a quiz on Thursday over uniform motion and positive/negative acceleration.

Learning Target:
I can design and test a procedure for measuring vehicle performance.

Coaster Car -Groups run multiple trials of the performance-test procedure developed by the class to establish baseline measurements of each car's performance.  By comparing vehicles that performed differently, groups gain insight into possible reasons for variations in vehicle performance.

Student Pages - (19-30)

Questions to include:

How to test a coaster car to evaluate its performance ?
What reference point you will use?
What factors you will measure?
What tools you will use to make the measurements?
What units of measurement you will use?
What factors you will need to keep the same (control) for each trial?

Student Pages - (14-18)
Summary:  Students will build simple vehicles consisting of a frame and wheels, known as a coaster car. They will mess about with their coaster car, observing and describing its motion.

7th Grade 

Learning targets are in bold:

  I can use a microscope correctly to  investigate using a populations of Paramecium.

MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and population of organisms in an ecosystem.

I can identify different types of symbiosis within animals.

Performance Expectation

MS-LS2-2: Construct an explanation that predicts the patterns of interactions among organisms across multiple ecosystems.


Monday, October 23, 2017 - Friday, October 27, 2017

Mr. Toribio will be planning the lessons this week as part of his student teaching.

7th graders have a quiz on Tuesday over food webs and energy transfer.

8th graders have a tentative quiz on Friday over uniform motion.

Please refer to last weeks learning targets


Monday, October 16, 2017 - Friday, October 20, 2017

Grade 8

(LT) I will Identify the difference between uniform motion and positive and negative acceleration.
(LT) I will experiment with different types of motion and factors involved with motion to find uniform and non-uniform motion.
(LT) I will define the vocabulary that is used to discuss motion and forces.

The Unit Introduction students to the Big Challenge in which they will design a car to meet the criteria of the Unit. The students are told that they will be designing, reviewing and revising their designs, and learning about force and motion in order to make a car that will go straight, far and fast, and carry a load. They will consider the different components of the Big Challenge while working in their groups and also share their ideas with the class. In the activity Messing About with Toy Cars, students experiment with a variety of toy cars while starting to collect simple data and ideas about what happens. Criteria and constraints are introduced within the context of the Big Challenge.

Question of the day..
1. What characteristic of motion does speed describe?
2.  How does friction affect an object in motion? Give several examples from everyday life of friction causing a moving object to slow down. 

NGSS Standards for this unit include:

MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.

MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.

MS-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.


Grade 7

(LT) I can identify the prey that was in my owl pellet to develop a food web.

(LT) I can create a food web showing how energy is transferred for an Owl

(LT) I will reconstruct the mouse/vole/shrew/bird found in my owl pellet.
(LT) I will name the bones of the animal found in my owl pellet by making a labeled display.

Disciplinary Core Ideas

MS-LS2.B Cycle of Matter and Energy Transfer in Ecosystems: Food webs are mod- els that demonstrate how matter and energy are transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level.

MS-LS2.A Interdependent Relationships in Ecosystems: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.

Tuesday, October 10, 2017  - Friday, October 13, 2017

Grade 7

(LT) I can identify the prey that was in my owl pellet to develop a food web.

(LT) I can create a food web showing how energy is transferred for an Owl

(LT) I will reconstruct the mouse/vole/shrew/bird found in my owl pellet.

(LT) I will name the bones of the animal found in my owl pellet by making a labeled display.


Students investigate an owl’s diet by dissecting an owl pellet. They extract bones from the pellet to determine the number and types of small mammals consumed by the owl. Students begin constructing models of the owl’s food web.


MS-LS2.A Interdependent Relationships in Ecosystems:

Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.

Grade 8

(LT) I will complete an independent investigation involving paper towels to show my knowledge of the scientific method, variables, and procedure writing.

(LT) I will complete a pre assessment probe on acceleration.
(LT) I will Identify the difference between uniform motion and positive and negative acceleration.
(LT) I will experiment with different types of motion and factors involved with motion to find uniform and non-uniform motion.
(LT) I will define the vocabulary that is used to discuss motion and forces.

The Unit Introduction students to the Big Challenge in which they will design a car to meet the criteria of the Unit. The students are told that they will be designing, reviewing and revising their designs, and learning about force and motion in order to make a car that will go straight, far and fast, and carry a load. They will consider the different components of the Big Challenge while working in their groups and also share their ideas with the class. In the activity Messing About with Toy Cars, students experiment with a variety of toy cars while starting to collect simple data and ideas about what happens. Criteria and constraints are introduced within the context of the Big Challenge.


Question of the day..
1. What characteristic of motion does speed describe?
2.  How does friction affect an object in motion? Give several examples from everyday life of friction causing a moving object to slow down. 


Monday, October 2, 2017 - Thursday, October 5, 2017

8th Grade Learning Targets this week include:

All whirligig projects are due by Thursday this week.

  1. 1. I will complete a letter of recommendations to the cereal company promoting my new whirligig design.  The letter will include data collected, why the new design should be chosen, a recommendation on the price they would like to charge.

  2. 2.  I will compare data collected in class to support my position.

  3. 3.  I will construct a written numbered procedure to build a new design. 

  4. 4. I will create a design that can be replicated on the back of a cereal box. (This needs to be a template)

NGSS Standards

MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

MS-ETS1.4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

MS-  ETS1-1.

Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.


Grade 7 Learning Targets this week include:


(LT) - I will complete a Virtual Lab for the Owl Pellet Dissection

(LT) - I will create a graph using the data from Unit 6 on Populations.
(LT)- I will dissect and owl pellet and reconstruct the bones of the animal eaten.

(LT) - I can draw the food chain that represents the energy transfer in the Owl pellet dissection.

Monday, September 25, 2017 - Friday, September 29, 2017

Grade 8:

Grade 7:  First quiz on Tuesday this week covering invasive species, baiotic and abiotic factors, and the Miracle Fish activity.

(LT) I can answer the analysis questions about the data collected outside during the last class.

(LT)  I can build a habitat and know the habitat requirements for a black worm.

(LT) I will discussion on the best way to measure blackworm response to the various stimuli and physical environments.

(LT) I will design and conduct an experiment to investigate which types of material(s) provide good blackworm habitat.

KEY VOCABULARY

biodiversity habitat invasive population range resource

Disciplinary Core Ideas

MS-LS2.A Interdependent Relationships in Ecosystems:
Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.

Grade 8  - Any students not receiving a 3 or 4 on the recent quiz need to work with me on fixing mistakes and re-taking the quiz later this week.

(LT) Lab - Construct a Whirligig Experiment . Students investigate how blade length and mass affect falling time of whirligig. Students design their own experiments and procedures.

(LT)  I can complete the engineering pre design sheet before building my own whirligig.

(LT)  Define three variables in an experiment
(LT)  Write a procedure for an experiment

The Whirligig Challenge
Student Pages - (
35)
Thinking About How Things Fall -
Watch this video on the Moon
Why do the hammer and feather hit the ground at the same time?

Student Pages - (36-42)

Student Pages - (43-46)  There is a homework assignment after the 3.2
Experiment with a Whirligig  Student Pages 3.3 - (
47-52)
Experiment with a Whirligig  Student Pages 3.4 - (
53-56)
Create an Explanation Student Pages 3.5 - (
57-62)

Monday, September 18, 2017 - Friday, September 22, 2017

ON LINE STOPWATCH

Grade 8

Monday:
(LT) I will create a graph over the penny predictions lab.  All graphs are due on Tuesday.

Tuesday - Friday  (Whirligig Experiment)

Quiz later this week over the science process, independent variable, dependent variable, controlled variables, the difference between criteria and constraints.  There will also be questions over the labs that have been completed.  Students should study items in their science folders or binders.

(LT)  Define three variables in an experiment
(LT)  Write a procedure for an experiment
(LT) Lab - Construct a Whirligig Experiment . Students investigate how blade length and mass affect falling time of whirligig. Students design their own experiments and procedures, but don't test them until 3.3.

Student Pages - (43-46)  There is a homework assignment after the 3.2

Experiment with a Whirligig  Student Pages 3.3 - (47-52)

Experiment with a Whirligig  Student Pages 3.4 - (53-56)

Create an Explanation Student Pages 3.5 - (57-62)


Grade 7: 

Activity 4

(LT)  I can participate in a filed study to count the number of species in a quadrant.

(LT) I can identify Biotic, Abiotic items in an ecosystem.

(LT) I can determine where on school grounds should you do a transect?

(LT) I can predict what kinds of organisms do you expect to find?


Students explore patterns and relationships in their local environment by planning and carrying out an investigation using the transect method learned in the previous activity. Students must decide how to organize their data to allow them to look for patterns among biotic and abiotic components in the ecosystem. Students are encouraged to ask scientific questions about their local ecosystem and determine how they would test these questions.

Activity 5

Students plan and conduct an investigation to explore a species’ habitat requirements by looking at how individuals respond to and interact with different physical components in the environment. Students construct an argument from evidence for the habitat requirements of the species and where it is likely to be in nature. They explore the behaviors and structures of individuals that help those organisms survive in their environment.




Monday, September 11, 2017 - Friday, September 15, 2017

Wednesday is Open house from 5-7.  Hope to see you there.

Grade 7:

Monday (LT) I can Identify the role of an ecologist.

(LT)  I will answer comprehension questions about the invasive species of Lake Victoria.

Homework:  Be prepaired to go outside tomorrow for a field study on invasive species.

Tuesday:  Field study

Wednesday: (LT) I can Identify the effect of an introduced species have on an environment. What, if anything, can or should be done to control introduced species?

Chapter 2 in SEPUP.

Thursday:  Finish chapter 2  ( be prepared to go outside on Friday.

Friday: GUIDING QUESTION What patterns do you detect in the two environments, and how might the information in these patterns be useful to scientists?46

8th grade:
(LT)  Define three variables in an experiment
(LT) - Define the data collection terms quantitative and qualitative.
(LT) - Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.*
(LT)  Write a procedure for an experiment

Core Essential Standard:  Students collect and interpret data, and report findings.  Students write arguments that support a claim using reasoning and evidence.

Students will write a procedure and complete the Pasta bridges lab to collect data to graph.

____________________________________________________________

Tuesday, September 5, 2017 - Friday, September 8, 2017

Grade 7

Tuesday:  For 8th grade also

(LT) I will know the Expectations and Lab Safety of the classroom.
(LT)  I will help develop a protocol for science classes.
(LT)  I will explore the classroom to know where items are and create a list of four questions about the class.

Wednesday:   Get to know me day...

(LT) I will complete an interest inventory.  Get to know me day.

Thursday:

Ecology: https://tinyurl.com/MSLSEcology1718


(LT)  I can complete a pre-test over Ecology by completing the online survey from the RISE center.

Friday:  Introduction to SEPUP - (LT) I can define the term Ecologist and create and argument from evidence.


Grade 8  - Student Pages - (7-14)

(LT) Discuss science expectations and new PBIS / Lab Safety/ Classroom exploration for students .

Wednesday:

( LT)  I will set up my science binder.

(LT) Define Criteria and Constraints.

Thursday and Friday:

Lab activity this week includes:


Groups redesign and build a new book support using the list of criteria and constraints they updated after hearing each other’s initial designs. During the process of redesigning and building their book support based on what they now know, students learn about the importance of iteration and keeping good records. (LT)  Experimental design using the cards to perform a student selected problem.(LT)  Know the terms used in this unit

Standards being taught in the Unit include:

  1. 1.MS-ETS1-1.Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.*

  2. 2.MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

  3. 3.MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

  4. 4.MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.




















 

This site will be used for

DAILY AND WEEKLY LEARNING TARGETS 

 SCIENCE PROJECTS

HOMEWORK / ASSIGNMENTS

FORMATIVE AND SUMMATIVE ASSESSMENT REMINDERS

Please use the following link for

  Download Worksheets and information


Should you have any questions, please email me at fratinij@hermon.net

TinkerCad for 3D

printing design



Links to STEM Pre-and Post Tests for 8th grade students


Middle School Physical Science


Forces and Motion: https://tinyurl.com/MSPSForces1718


Chemistry: https://tinyurl.com/MSPSChemistry1718


Energyhttps://tinyurl.com/MSPSEnergy1718



Middle School Life Science:


Cells - Survey


Body systems

https://tinyurl.com/MSPSBody1718



Ecology: https://tinyurl.com/MSLSEcology1718


Reproduction: https://tinyurl.com/MSLSReproduction1718


Chemistry Textbook.

Student Pages - (A-4 to A-5)

Student Pages - (A-6 to A-9)

Student Pages - (A-10 to A-12)


Student Pages - (A-13 to A-18)

Student Pages - (A-19 to A-20)